Functional Skills Curriculum

By: Carmen Willings
teachingvisuallyimpaired.com
Updated November 22, 2025
Students who are blind or visually impaired, particularly those with additional disabilities, require purposeful adaptations to the curriculum to support their unique learning needs. These adaptations must focus on functional, real-life skills delivered through concrete, hands-on experiences in natural contexts.
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Students with multiple disabilities often need more time than their sighted peers to develop essential skills. Additionally, they may require explicit instruction in areas typically learned through observation and incidental visual input. A functional skills curriculum provides these students with meaningful learning opportunities that support greater independence and quality of life.

Learning in Natural Environments

Teaching functional skills in familiar and natural settings is essential. Students with visual and multiple disabilities may struggle to generalize skills across different environments. Therefore, instruction should occur in the settings where the skill will actually be used—the kitchen, cafeteria, school hallway, bathroom, laundry room, or local community.
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Example: Instead of simulating brushing teeth at a table, teach the routine at the bathroom sink using the student’s actual materials.
Learning is most effective when students can anticipate activities naturally and when the setting itself reinforces the task's relevance.

Supporting Participation and Engagement

Students with cognitive or motor disabilities often need tasks broken down into smaller, manageable steps. Use these strategies to scaffold learning:
  • Simplify and sequence tasks
  • Use backward chaining (start with the final step so the student experiences success first)
  • Implement spiraling (repeating skills in different contexts)
  • Provide modeling, visual or tactile cues, and physical guidance, then gradually fade support
Use short, rhythmic phrases or simple songs for directions—this can improve comprehension and increase engagement. Make learning fun, attainable, and success-oriented.
“Wash hands, 1-2-3!” or “Shoes on, let’s be strong!”

Prioritize Meaningful and Functional Activities

Instruction should focus on skills that are practical, personally relevant, and age-appropriate. Functional skills include daily living tasks, communication, social interaction, mobility, and basic academic concepts tailored to the student’s current and future needs.
Examples of functional skills:
  • Identifying personal belongings
  • Locating familiar rooms
  • Using a microwave or adaptive utensils
  • Recognizing key environmental signs (e.g., exit, stop, bathroom)
Whenever possible, students should be exposed to print, Braille, and tactile symbols in real-world contexts, such as labels, signs, menus, or schedules. Even emergent readers benefit from consistent exposure to literacy opportunities adapted to their abilities

​Create a Communication-Rich Environment

​Every student needs access to a reliable communication system, whether verbal, tactile, symbolic, or through assistive technology. For students who are nonverbal or have limited language, provide access to communication boards, object symbols, or AAC devices.
Even older students with developmental disabilities benefit from continued literacy instruction, especially in functional literacy:
  • Recognizing their name or classroom label
  • Matching symbols to daily routines
  • Learning to request preferred items or activities
According to federal law and best practices, all students—regardless of disability—should be given the opportunity to reach their full literacy potential.

​Individualized Instruction for Diverse Learners

​Each student brings unique interests, strengths, and challenges. A strong functional curriculum includes:
  • Adaptations for students with ADHD (e.g., clear rules, consistent routines)
  • Positive behavior support strategies (e.g., praise, visual rewards)
  • Multiple ways to access and demonstrate learning
Reinforce expected behaviors and highlight progress frequently. Build from the student’s interests to increase motivation and engagement.

Transition Planning and Functional Independence

As students move into middle and high school, the focus should shift toward transition goals and skills for adult life. For students who are reading at an emergent level, instruction should prioritize functional signs, job-related vocabulary, and real-life routines.
Help students practice skills that prepare them for supported or independent living, such as:
  • Sorting laundry
  • Preparing a simple snack
  • Shopping with assistance
  • Navigating a known bus route

​Recommended Resources and Activities

Here are some tools and activities that support a functional skills curriculum:
  • Getting to Know You kit (APH) – for social skills and self-awareness
  • Dynamic Learning Circle – collaborative learning with hands-on activities
  • Intentional Movement and Object Awareness Activities – to promote spatial understanding
  • Cause and Effect Apps – for early learning and accessible interaction
  • Sound-Making Apps – to build auditory awareness and exploration
Explore more about creating tactile symbols, individual schedules, and communication cards to promote independence and participation.
​Here are some tools and activities that support a functional skills curriculum:
  • Getting to Know You kit (APH) – for social skills and self-awareness
  • Dynamic Learning Circle – collaborative learning with hands-on activities
  • Intentional Movement and Object Awareness Activities – to promote spatial understanding
  • Cause and Effect Apps – for early learning and accessible interaction
  • Sound-Making Apps – to build auditory awareness and exploration
Explore more about creating tactile symbols, individual schedules, and communication cards to promote independence and participation.

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